Perceptions of EFL Learners in the Implementation of Blended Learning Post-natural Disaster at a University in Indonesia

Abstract

This study aims to investigate the perceptions and obstacles faced by EFL learners in the implementation of blended learning in an abnormal learning system. A group of undergraduate EFL learners, consisting of 48, who has completed a Grammar Class, participated in the study. The 48 learners formed three different learner category levels; High, Moderate, and Low. The learners of the three different category levels filled in a semi-structured open-ended questionnaire and responded semi-structured interviews. The low category learners perceive that learning grammar through blended learning is meaningful but need more experiences in the utilization of online learning mode, and in-availability of the supporting tools; The moderate category learners perceive blended learning to provide them more study times and make them get used to the internet or online-based learning; and the high category learners perceive the implementation of blended learning as helpful, easier, flexible, and fun. Although the learners of the three different categories level face the same problems on the implementation of blended learning, namely poor internet connectivity at home and campus, unclear online instruction, and delay to respond questions on the online learning mode, the learners of the low category level, on the other hand, experience problems applying online learning mode. We discuss the practical implications of the research results for the successful implementation of blended learning in the future, especially for low proficiency learners and in situations of abnormal learning systems.

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

“…This phenomenon is caused due to the shortage of clear instruction on how to use learning applications in the implementation of ICT. It is in line with previous study that not all students adjust to online learning; some students gain from ICT engagement, while others are unfamiliar with online learning (Manurung et al, 2020). Therefore, from the data, we can infer that extrinsic factors such as well-designed learning platforms, teacher instructions, rewards, and punishment have a major contribution to students learning drive.…”

“…An insufficient summary is given by the teacher as learning material also becomes students' obstacle to absorbing the knowledge, and the online discussion is not provided by the teacher as the way students interact and exchange their opinion on the material they are learning. These obstacles are the same as previous studies (Manurung et al, 2020) that EFL students had obstacles when learning hybrid: bad internet connection, slow feedback, confusing instruction; electrical instability and nervousness; and challenging learning materials. A good blended learning design must be providing clear learning instructions, be accessible at any time, assist in completing lessons, provide userfriendly features and comprehensive learning materials, clearly define learning objectives, and provide the necessary learning materials (Rianto, 2020).…”

“…Previous studies focused on implementing blended learning in higher education level institutions/universities during the covid-19 pandemic related to its advantages, disadvantages, and effectiveness compared to the traditional face-to-face learning method. Previous studies (Manurung et al, 2020) implied that, without question, implementing blended learning has aided institutions in dealing with issues that arise as a result of an aberrant learning system. Nevertheless, although blended learning brings many advantages to students learning motivation, it still contains some disadvantages due to the lack of understanding between teachers and students with the online platform used.…”

Efektivitas Pengajaran Mikro Berbasis Blended Learning Bagi Mahasiswa Calon Guru Matematika

“…Tantangan blended learning juga dihadapi oleh peserta didik sebagai pembelajar di tengah konteks pembelajaran daring ini. Studi kualitatif deskriptif yang dilakukan oleh Manurung et al, (2020) terhadap tiga kategori pembelajar (tinggi, sedang, rendah) pada sebuah universitas di Palu memaparkan hasil persepsi terkait implementasi blended learning terhadap ketiga kategori. Pada kategori rendah, mahasiswa meyakini bahwa blended learning memberikan nuansa pembelajaran yang bermakna namun terkendala dengan penguasaan teknologi yang perlu untuk terus dikembangkan.…”

Pelatihan Manajemen Bimbingan Belajar Online Bagi Jemaat Dan Aktivis Dewasa Muda Di Gereja Bethel Indonesia di Tangerang

“…Sebagaimana yang diketahui bahwa sumber belajar yang menekankan interaksi merupakan salah satu faktor yang terbilang esensial karena mampu memperkaya proses belajar siswa (Apsari et al, 2020). Hal ini dilatarbelakangi oleh sebuah penyebab berupa hilangnya momen interaksi secara langsung, khususnya antara pendidik dan siswa selaku subjek yang dididik (Manurung et al, 2020). Mau tidak mau, pembelajaran di masa pandemik harus memanfaatkan sumber belajar yang memanfaatkan ICT sebagai basisnya (Kerimbayev et al, 2020).…”